Self-Concept and Academic Achievement: Investigating Their Importance as Discriminators of Academic Track Membership in High School.

Byrne, Barbara M.

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Peer reviewed

ERIC Number: EJ411222

Record Type: Journal

Publication Date: 1990

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Self-Concept and Academic Achievement: Investigating Their Importance as Discriminators of Academic Track Membership in High School.

Byrne, Barbara M.

Canadian Journal of Education, v15 n2 p173-82 Spr 1990

Using linear discriminant analysis, two samples of Canadian high school students (n=929 and n=968) were tested using measures of self-concept, academic self-concept, and academic achievement. Academic self-concept was more effective than was academic achievement in differentiating between low-track and high-track students. (SLD)

Descriptors: Academic Achievement, Comparative Testing, Discriminant Analysis, Foreign Countries, High Achievement, High School Students, High Schools, Low Achievement, Self Concept, Track System (Education)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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